General Education
Assessment at
Cleveland State University
What We Have Accomplished
What We Have Yet to Do
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1. What We Have Accomplished
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From Distribution Requirements to
Learning Goals in General Education
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Culture of Assessment
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Continuous Improvement
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Distribution
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Learning Goals
2003-4:
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Cluster (e.g. social science, humanities) groups
were asked to discuss common goals,
assessments etc.
Agreement could not be reached
Gen Ed. requirements focused on distribution
requirements not learning goals
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2004
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President Schwartz challenged faculty to consider
what a CSU graduate “ought to know”
Gen. Ed. Task force formed
2007
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New Gen. Ed proposal approved by faculty
senate.
http://www.csuohio.edu/faculty_senate
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Gen. Ed. Priorities
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Clearly articulated objectives
Ongoing assessment
Course clusters
Links between gen. ed. & majors - capstone
experiences
Simple requirements
Procedures for overseeing & reviewing requirements
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Learning Goals
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Skill Areas
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Written communication
Quantitative literacy
Critical thinking
Information literacy
Working in groups, including those of diverse
composition
Oral communication
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Goals and Outcomes for all Skill Areas
e.g., Quantitative Literacy:
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Every college student should be able to apply simple
mathematical methods to the solution of real world
problems. A quantitatively literate college graduate
should be able to:
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Interpret mathematical models such as formulas, graphs, table
and schematics, and draw inferences from them
Represent mathematical information symbolically, visually,
numerically, and verbally
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Quantitative Literacy Outcomes cont.
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Use mathematical, algebraic, geometric, and statistical methods
to solve problems
Estimate and check answers to mathematical problems in order
to determine reasonableness, identify alternatives, and select
optimal results
Recognize that mathematical and statistical methods have limits.
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Why the Focus on Goals, Outcomes and
Assessment?
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CSU has developed a culture of
assessment since 2000.
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Developing a Culture of Assessment
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2000
 NCA “Process of assessment needs to be more thoroughly
ingrained in the academic culture”
2001-2
 Development of goals, outcomes, and measures
 Office of Learning Assessment established
2004
 Annual reports (including data) required
2006
 All new programs must include an assessment plan
2007
th
 4 round of annual assessment reports
 Peer review of reports
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Continuous Improvement
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Peer Review of Assessment Reports
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Each year more than 100 reports (academic and support) are
reviewed over summer.
Faculty and professional staff are trained and review the reports
in 3-person teams
Explicit criteria are used
Written feedback is provided
About 40 reviewers each year
Contributes to an institutional–wide culture of assessment
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2. What We Have Yet to Do
Address the following:
1.
Purpose of Gen. Ed Assessment
2.
Gen Ed Assessment Design
3.
Measures Used
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Purpose of Gen. Ed Assessment
Tensions among purposes
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Program improvement
Student Competency (cf. majors)
External accountability (norm referenced)
Purpose may vary for skill area
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Gen Ed. Assessment Design
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When are the Measures Administered?
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Longitudinal vs. Cross Sectional
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Pre-post or Pre-mid-post or Post-only
Pre-only (e.g., Minimum competency)
Follow freshman cohorts vs. comparisons among groups
How to assess transfer students?
Are the Assessments High Stakes for Students?.
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Part of grade (embedded) or minimal competence vs.
No impact on student performance
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Measures Used
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Direct Measures:
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Standardized tests (e.g., CLA)
CSU devised objective tests
CSU devised performance assessments (with rubrics)
Indirect Measures
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Interviews & focus groups
CSU devised or standardized questionnaires (e.g., NSSE)
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Ongoing Activities
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Ongoing discussions this summer articulating Gen. Ed.
document and devising more detailed outcomes
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Details on assessment design and measures will be
submitted to UCC this fall.
Contact Information
Rosemary Sutton
Director of Assessment Cleveland State University
r.sutton@csuohio.edu,
216 687 3924
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